\section{Learning Styles}
The relevance of investigating the styles of learning lies under the assumption that everyone has a preferred and effective approach of absorbing new information. In regards to the project's theme of sonic interaction, it is hypothesized that by combining dynamic visual representations of various audio effects, e.g. reverb, echo, low pass, and tremolo, with their corresponding audio outputs, people will find it easier to grasp the concepts, as opposed to learning them solely through the use of written and/or oral explanations. This also seems to be the case when looking at the target group analysis, which clearly showed that people felt the need for some kind of visual demonstration together with the auditory stimuli. 

When one has to learn something new, there are several ways to go. For example, you may often hear the phrase "learning by doing". However, it could be argued that every person has their own way of learning, often in the form of one of several predetermined methods. There are a lot of different theories regarding how people learn. This report will look into one of the better-known theories called the \textit{VARK} model (Visual - Auditory - Read/Write - Kinesthethic), presented by Neil Flemming \cite{VARK1}. The VARK model suggests that there are four major learning styles, and that different people prefer different learning styles. In general, most people have more than one learning style. This means that a person can have one primary learning style and one or several other secondary styles. The four learning styles in VARK are:

\textbf{Visual Learning Style}

Visual learners are individuals who are most efficient in learning through observations. Learners with this style have the tendency to side for illustrative visuals and graphics, such as charts, diagrams, illustrated textbooks, overhead transparencies, videos and more. The option to observe the teacher's body language and facial expressions, as well as using colors to highlight vital information, can be used to facilitate learning for such individuals.

\textbf{Auditory Learning Style}

Auditory learners are most effective at learning through hearing. Individuals with this learning style often absorb a lot of information through lectures, and excel at recalling something they have heard.

\textbf{Read/Write Learning Style}

Read/Write learners are most effective at learning through reading. The more material that is presented in written words the better. Such learners prefer text-based input and output - reading and writing in all its forms, but especially manuals, reports, essays and assignments.

\textbf{Kinesthetic/Tactile Learning Style}

Kinesthetic learners are most effective at learning topics that can be related to previous personal experiences or physically tangible concepts. People with this style find hands-on experience to be the most beneficial form of learning: they learn by doing. These learners are often seen using their body language to explain and understand concepts.

\textbf{Use of learning styles for this project}

According to the target group analysis, the wish for visual feedback/demonstration or other kinds of visual learning seems to follow along the lines of the VARK model. The current teaching form for the asked students integrates the read/write learning style as well as the auditory learning style, therefore it would seem natural to extend it with the visual learning style and if possible also the tactile learning style later on.

\subsection{Research Within the Field}
Mayer et al (2003) indicated the connection between the different learning styles and the user's performance towards their preferred learning style \cite{LearningStyleSupport1}.

In this study, the cognitive style of learning was also investigated. The cognitive learning style had a diminishing growth since the 1970s, partly because of difficulties in conceptualizing and testing the underlying concepts of visual-verbal cognitive style. The difference between cognitive styles and learning styles is that cognitive styles is the mechanical way that an individual processes information internally, while a learning style is the way in which an individual perceives, interacts with, and responds to the external learning environment. Furthermore, the results of the experiment also indicated that the cognitive styles did not demonstrate as strong a correlation, performance-wise, as the learning styles. 

\subsection{Critique of the Learning Styles}
Even though the introduction of learning styles as a concept has been widely accepted by the teaching community and sparked a whole industry that offers courses, workshops, etc., numerous psychologists argue that there isn't enough evidence to support the claims that Neil Flemmings VARK model claims. Thus, there is a demand for more empirical knowledge within the field. Psychologist Dan Willingham states that teachers shouldn't try to suit the material to each kind of learners. The findings indicate that our brains are on a more equal footing than we might think, and that it is a mistake to assume that people will respond and remember information better depending on how it is presented. Willingham adds that focus should be placed on figuring out where learners are alike, instead of where they are different, and avoid shaping the material to fit their respective learning style. One example is variety, as it has been scientifically proven that variety makes it easier for people to learn something new \cite{Critique1}.

Psychologist Doug Rohrer has also reviewed studies of learning styles and says that he has found no scientific evidence that back up these ideas. Until such evidence exist, Rohrer and his colleagues say that they do not recommend using these techniques \cite{Critique1}.
